SCHOOL FACILITIES AND STUDENTS’ PERFORMANCE IN SELECTED PUBLIC

AND PRIVATE SECONDARY SCHOOLS IN LAGOS STATE

ABSTRACT

The study attempted to investigate the relationship between school facilities and students
performance in selected public secondary schools in Lagos State. In this study relevant
related literature review was carried out under sub-headings. The research survey design
was used in order to assess the opinions of the respondents with the use of the
questionnaire and the sampling technique. A total of 120 (one hundred and twenty)
respondents were sampled for the study. Two null hypotheses were formulated and tested
in this study, the independent t-test for hypothesis one and three, while hypotheses was
tested using the Pearson product moment coefficient statistical tool at 0.05 level of
significance. At the end of the analysis, the following results emerged: that there is a
significant relationship between facilities and students’ academic performance in the
schools and here is a significant difference between the academic performance of
students who attended schools where there are facilities and those whose schools do not
have facilities. Based on the conclusion of the study, the following recommendations
were made thus: School authorities should endeavour to supply adequate infrastructure to
the schools, especially at the secondary and primary school levels and Government
should ensure that the budgetary allocations for the educational sector are increased so as
to enhance the acquisition of infrastructures in the school so that teaching and learning
process will be improved upon.

CHAPTER ONE
INTRODUCTION

1.1 Background to the Study

Facility means the system which supports the operation of an organisation or an

institution to carry its daily activities and to promote growth and development in
such organisation or institution.

Facility refers to the entire environment of the school or an organisation, it refers to

both the physical and material resources available to the students and teachers in
the school to facilitate their learning and teaching process. The classrooms; the
libraries and the laboratories for sciences are the three main areas of facilities
identified in the school system or environment. (Onyeji, 1990)

Facilities enhance teaching and learning in schools. The state of facilities found in
many Nigerian schools is very discouraging. The shortage of classroom in many
schools is so acute than sixty pupils occupy classrooms that are meant for only forty
pupils. Library facilities, books, classrooms furniture, laboratories and workshops
are grossly inadequate. Urevbu (2006) has observed that the physical environment
of many primary schools in Nigeria presents a sorry sight with dilapidated
buildings, dingy classrooms devoid of seats and writing tables, and dirty and non-
functional or no toilets, the physical environment of such primary schools is not
conducive for learning.
The inadequacy of facilities and learning resources is responsible for the decline in
the quality of primary education. equally worrisome is a sanitation where
classrooms do not have science laboratories, and a large number of pupils go to
schools without basic textbooks and other materials (Urevbu, 2006).

Mennhein and Steward (2002) had identified overcrowded classrooms as one of the
causes of poor school performance and examination malpractices. Teaching and
management also become difficulty. It is a well-know fact that the facilities and
equipment currently available are inadequate for the education in Nigeria.

If education in Nigeria must succeed, adequate classrooms have to be provided to

accommodate the large number of pupils to cope with the expected surge in demand
for education at both the primary and junior secondary levels of education.
Furthermore, for the successful implementation of the educational programmes,
adequate planning need to be done. The scheme should not be concerned with only
quantitative aspects.

Libraries and books give great assistance to both the teachers and the learners. In a
situation whereby our secondary school students are left with no choice to make
their text books as the only source of knowledge, the danger of exposing them to
obsolete knowledge in old books donated by the British Council several years ago as
one normally finds in the old secondary schools should not be overlooked.
According to Dada (1994), any one who is familiar with some secondary school
classrooms in Nigeria, especially in Lagos State, will agree that no meaningful
teaching/learning activities can effectively take place in most of them, even if
teachers are God-sent and the learners are pack of highly intelligent personalities.
The problem is that where there are classrooms, they are overcrowded to the extent
that classrooms originally meant for between 30 and 40 students, take between 60
and 80 students with a good number of them sitting on windows. In this situation,
neither the teacher nor the students can move freely as expected in our secondary
school classrooms. This is why many teachers do not give assignments to such large
number of students regularly as expected. And this has affected students academic
performance drastically.

On science laboraories, Olarewaju (1994) claims that only few schools have science
laboratories which are well equipped to carry out scientific experiments in courses
such as biology, physics, and chemistry. A good number of schools teach biology or
chemistry as if they are non-science subjects without laboratory. Some other schools
which are so during, teach the three branches of science without laboratories in the
hope that they would use other schools, laboratories during their examinations or
compel students to contribute money for purchase of science equipment through the
school Parents Teachers Association (PTA). It should be noted that the greater
failure rate is in science because our schools lack the essential science to the students
but rather, resort to the theoretical science without the use of laboratory. The
contention is that the nation has been unfair not only to students in our secondary
schools but also to herself. This s because no nation can develop technology through
theoretical teaching of science subjects, under poor educational facilities, no
meaningful teaching and learning can take place, and the normal refrain in the
educational circle is that all is well with our secondary schools.
1.2 Statement of the Problem

The importance of school facilities and academic achievement of students cannot be

overemphasized. This is because, school facilities such as school libraries, laboratories,
spacious classrooms and so on, complete learning outcomes of students. These days,
overcrowded classrooms, non-availability of current books in some secondary schools,
libraries, lack of science laboratories in some schools and unhygienic environment of
some schools in Lagos State. This has caused problem in the teaching and learning
processes in the school system and resultant effect is the low academic performance of
students.

The above identified problems gave rise to the examination of school facilities and
students performance in selected public and private secondary schools in Lagos State.

1.3 Purpose of the Study

The major purpose of this study is to examine school facilities and students’ academic
performance in selected secondary schools in Mushin Local Government Area of Lagos
State.

Other objectives of the study will include to:

(1) find out whether there is relationship between school facilities and students’
academic performance.

(2) examine whether there is no adequate provision of facilities in our secondary

schools.

(3) identify the causes of inadequate provision of school facilities in our secondary
schools.

(4) proffer solutions to the problems of inadequate provision of facilities in the

secondary schools.

1.4 Research Questions

These research questions will be raised for the study.

(1) Is there any relationship between school facilities and students’ academic
performance?

(2) Are the facilities in the secondary schools inadequate?

(3) How can the causes of inadequate provision of facilities in the secondary schools
be identified?

(4) To what extent can the problems of inadequate facilities in the schools be
solved?

1.5 Research Hypotheses

The following hypotheses will be formulated for the study:

(1)There will be no significant relationship between facilities and students academic

performance in the schools.
(2) There will be no significant difference between the academic performance of students
who attended secondary schools where there are adequate facilities and those who
attended secondary schools where there are inadequate facilities.

(3) There will be no significant gender difference in the performance of students in

public and private secondary schools.

1.6 Significance of the Study

This study will be beneficial to the following people:

INFLUENCE OF SCHOOL INFRASTRUCTURE ON ACADEMIC PERFORMANCE IN

PUBLIC PRIMARY SCHOOLS IN RUIRI LOCATION-MERU COUNTY,KENYA
BY
RAPHAEL NTURIBI PARNWELL
A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE AWARD OF MASTER OF ARTS DEGREE IN
PROJECT PLANNING AND MANAGEMENT OF THE UNIVERSITY OF NAIROBI
2015
ii
DECLARATION
I declare that this is my original work and has not been presented to any other institution for
any award of degree.
Signature………………………Date……………………………
Raphael Nturibi Parnwell
L50/66239/2010
This research report is presented for examination purpose with my knowledge and approval
as the university supervisor.
Signature………………..…Date………………………..
Prof David Macharia, EBS.
Department of Distance Studies
University of Nairobi.
iii
DEDICATION
This research project report is dedicated to my family members especially my wife Joyce,
and my children Maureen, Alfred, Sadra and Sharon for their infinite belief, support and
hope, and also to my father M’Arimi M’Nkanata for his unwavering support throughout my
study.
iv
ACKNOWLEDGEMENT
I wish to acknowledge the people who greatly contributed to the accomplishment of this
research proposal. I greatly appreciate my family for their moral support, patience and
understanding. I thank my classmates for their moral support and encouragement.
Sincere thanks to my supervisor, Prof. David Macharia and my residential lecturer Meru
Extra Mural Centre Dr. John Rugendo for their enabling guidance, patience, constructive
criticism and personal interest in the progress of my study, their availability in reading
through the proposal and preparation towards my project. I will always remember their
humbling remarks and academic input towards my project work.
Special thanks to Charles Mutethia for typesetting and printing this document and the staff of
Kanthungu primary school in Buuri sub-County for their support and co-operation during the
period of study.
v
TABLE OF CONTENTS
DECLARATION ..........................................................................................................................
ii
DEDICATION .............................................................................................................................
iii
ACKNOWLEDGEMENT .......................................................................................................... iv
LIST OF FIGURES ......................................................................................................................
x
LIST OF TABLES ......................................................................................................................
xx
ABBREVIATIONS AND ACCRONYMS .............................................................................. xii
ABSTRACT .................................................................................................................................
xii
CHAPTER ONE:INTRODUCTION ................................................................................. 1
1.1 Background of the study .................................................................................................. 1
1.2 Statement of the problem ............................................................................................... 2
1.3 Purpose of the study ........................................................................................................ 3
1.4 Objectives ....................................................................................................................... 3
1.5 Research Questions ......................................................................................................... 3
1.6 Significance of the study ................................................................................................. 4
1.7 Scope of the study ........................................................................................................... 4
1.8 Limitations of the study ................................................................................................. 4
1.9 Assumptions of the study ................................................................................................ 4
1.10 Definitions of the significant terms ................................................................................ 4
1.11 Organization of the Study .............................................................................................. 5
CHAPTER TWO:LITERATURE REVIEW ..................................................................... 6
2.1 Introduction .................................................................................................................... 6
2.2 Academic performance in Public Primary Schools.......................................................... 6
2.3 Libraries and Academic Achievement ............................................................................. 6
2.4 Classrooms and academic performance ......................................................................... .7
2.4.1 Class composition......................................................................................................... 8
2.4.2 Class size...................................................................................................................... 8
vi
2.5 Desks and academic performance ................................................................................ 10
2.6 Theoretical Framework................................................................................................ 10
2.7 Conceptual frameworks ................................................................................................. 11
CHAPTER THREE:RESEARCH METHODOLOGY ................................................... 13
3.1 Introduction ................................................................................................................... 13
3.2 Research Design ............................................................................................................ 13
3.3 Target Population .......................................................................................................... 13
3.4 Sampling procedure……………………………………………………………………. ..14
3.4.1Sample Size………………………………………………………………………….….14
3.5 Methods of data Collection ............................................................................................ 15
3.6 Validity of Research Instruments ................................................................................... 15
3.7 Reliability of Research Instruments………………………………………………..…… 16
3.8 Methods of Data Analysis ............................................................................................ .16
3.9 Ethical Consideration…………………………………………………………………….16
3.10 Operationalization of variables ................................................................................... 17
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND INTERPRETATION
…………………………………………………………………………………………..……21
4.1Introduction…………………………………………………………………………..…...21
4.2 Questionnaire Return Rate……………………………………………………….………21
4.3 Demographic Characteristics of the respondents………………………………….…….21
4.3.1Study responses by gender…………………………………………………….……..…21
4.4 School library and its influence on academic performance in public schools…...............22
4.5 School classrooms and its influence on academic performance in public schools….…...24
4.6 School desks and their influence on academic performance in public schools…………..28
vii
4.7 Academic performance in public schools…...……….…………………………………..29
4.7.1Trends of academic performance from 2008 to 2012 (KCPE mean grade)…………….29
4.7.2 Teacher concern about physical infrastructure ……………………….………………..30
CHAPTER FIVE: SUMMARY OF FINDINGS, DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS………………………………………………………..………….31
5.1 Introduction……………………………………………………………………..…….….31
5.2 Summary of Findings………………………………………………………….…………31
5.2.1School library and its influence on academic performance in public schools………….31
5.2.2School classrooms and its influence on academic performance in public schools……..31
5.2.3School desks and their influence on academic performance in public schools………....31
5.3 Discussion of Findings…………………………………………………………………...32
5.3.1School library and its influence on academic performance in public schools……….....32
5.3.2School classrooms and its influence on academic performance in public schools……..32
5.3.3School desks and their influence on academic performance in public schools……...….32
5.4 Conclusions of the study………………………………………………………………....33
5.5 Recommendations………………………………….……………………………….…....33
5.6 Suggested areas for further Research…………………………………………………….33
viii
REFERENCES……………………………………………………………………….…......34
APPENDICES………………………………………………………………………….…...38
APPENDEX 1 :LETTER OF INTRODUCTION ................................................................ 38
APPENDIX 2:LETTER OF CONSENT .............................................................................. 39
APPENDIX 3:PUPILS QUESTIONNAIRE ........................................................................ 40
APPENDIX 4:TEACHERS QUESTIONNAIRE ................................................................. 43
APENDIX 5: HEAD TEACHERS INTERVIEW SCHEDULE. ......................................... 45
APPENDIX 6: SCHEDULE ON SCHOOL INFRASTRUCTURE AND LEARNING
FACILITIES……………………………………………………………………………….…48
APPENDIX 7: KCPE MEAN SCORES FOR PUBLIC PRIMARY SCHOOLS
(2008 – 2012)……………………………..………………………………………….………52
ix
LIST OF FIGURES
Figure 1. Conceptual Framework………………………………………………………….12
x
LIST OF TABLES
Table1.1 Mean Score for Primary Schools in Ruiri Location………………………… 52
Table3.1 Target Population…………………………………………………………….14
Table 3.2 Operationalization Schedule…………………………………………………20
Table 4.1 Gender of the pupils………………………………………………………….21
Table 4.2 School enrolment………………………………………………………….….22
Table 4.3 Observation schedule for library……………………………………………..23
Table 4.4 Source of funds for library…………………………………………………...23
Table 4.5 State of the library……………………………………………………………24
Table 4.6 Funds for classroom construction……………………………………………25
Table 4.7 Reasons for overcrowding in classrooms………………………………….…25
Table 4.8 Seating arrangements………………………………………………………...26
Table 4.9 Observation schedule for conditions of classrooms………………………….26
Table 4.10 Observation schedule for furniture and classrooms………………………….27
Table 4.11 Source of funds for desks……………………………………………………28
Table 4.12 Problems with class desks……………………………………………………29
Table 4.13 Type of desks………………………………………………………………....29
Table 4.14 Trends of academic performance from 2008 to 2012 (KCPE mean grade)….30
xi
ABBREVIATIONS AND ACCRONYMS
CDF Constituency Development Funds
EFA Education for All
F.P.E Free Primary Education.
KCPE Kenya Certificate of Primary Examination
KESSP Kenya Education Sector Support Program.
KNEC Kenya National Examination Council
LATF Local Authority Trust Fund.
MDG Millennium Development Goals
MOEST Ministry of Education Science and Technology
NA.E.P National Assessment for Educational Progress
T.S.C Teacher Service Commission
UPE Universal Primary Education
U.S United States.
xii
ABSTRACT
The purpose of this study is to investigate the influence of school infrastructure on academic
performance in public primary schools in Ruiri Location. The study objectives areas follows
examine the influence of library on academic performance in public primary schools, to
investigate the influence of classrooms on academic performance in public primary schools,
to establish the influence of school textbooks on academic performance in public primary
schools, to determine the influence of school desks on academic performance in public
primary schools. The study employs the use of descriptive survey research design. The
researcher targets all the 7 primary schools in Ruiri Location. The target population is 7 head
teachers, 14 teachers and 181 standard eight pupils. The study adopts purposive sampling
techniques to sample its respondents. Observation schedule and questionnaires for head
teachers, class teachers and pupils are used for data collection. Reliability is ensured by using
testing and re-testing methods and validity is tested through pilot study in other two schools
outside the area of study. The data is analyzed using SPSS software (Statistical Package for
Social Sciences). The researcher used descriptive analysis and data is presented in form of
frequency tables. The study finding indicates that only one public primary school has a
library, and schools have inadequate study materials. The study indicates that classrooms are
overcrowded. Most classrooms are not painted, not plastered and floors not cemented. This
affects academic performance of pupils. The schools should source for funds to construct
libraries and make them accessible to pupils and equip them with adequate study materials,
Decongest classrooms through construction of more classrooms, they should be fitted with
doors and windows, painted, plastered, floors cemented and well lighted. The schools should
have adequate desks; broken ones should be repaired on time. The study recommends for
further research on the influence of schools infrastructure on academic performance in public
primary schools in other parts of Kenya. The study also recommends a study on the impact of
Government subsidy in the provision of school infrastructure in public primary schools in
Kenya.
1
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Access to primary schools has improved rapidly throughout the developing world since
1990,
but learning outcomes have lagged behind (World Bank, 2006). Despite the fact that it is
desirable to avoid a trade-off between quantity and quality, poorly managed rapid
expansion
approaches can undermine improvement in learning outcomes. In Kenya, primary education
is provided in partnership by the government, communities, parents, private entrepreneurs
and Non-Governmental Organizations (NGOs). Primary school education is designed for
eight years and the official age blanket is 6 to 13 years although in some cases average
children are enrolled. At primary level, the government meets costs associated with teacher
remunerations, supervision, inspection and management in public schools (Onsomu et al.,
2004). The Government of Kenya has heavily invested in education, given its role in spurring
national development in championing vision 2030. The money spent on education has
continued to go up over the years to match the increasing school enrolment at all levels. In an
effort to realize the Millennium Development Goals (MDGs) and Education for All (EFA)
objectives by the year 2015, the government adopted the Kenya Education Sector Support
Program (KESSP) in 2005.
Recently, the Kenyan government reaffirmed its commitment to enable majority of its
citizen’s access to education through establishment of free primary education program and
subsidizing secondary education. In Kenya, nearly 73% of the government’s social sector
spending — and 40% of the national recurrent expenditure — goes to education.
Additionally, households spend between 5 and 7% of the Gross Domestic Product (GDP) on
education. Despite the heavy spending on education and training, the measurement,
monitoring and evaluation of how goals are achieved and sustained is ineffective. Kenya’s
education system is fraught with persistent challenges that affect access, equity, relevance
and quality (IPAR, 2008). Primary and secondary education management aspects fall under
the Education Act that provides guidelines on the establishment and development of schools,
their management and administration, curriculum development and teacher education. The
Teachers’ Service Commission Act covers the legal framework on teacher registration,
recruitment, deployment, remuneration and discipline. The Kenya National Examinations
Council Act provides for the conduct of public examinations and certification in all schools
and institutions outside university education Onsomu et al. (2004). However, despite all these
2
efforts, the education sector continues to experience a number of challenges, major one being
skewed performance in Kenya Certificate of Primary Education (KCPE) and Kenya
certificate of Secondary Education (KCSE) across the many regions of the country. Meru
County is one of the many counties experiencing poor performance in KCPE over the last
decade. In ranking its sub county performance by KCPE results, Buuri Sub County tails other
sub counties where Ruiri public primary schools are ranked bottom schools as shown in table
1.1.This study seeks to investigate the influence of school infrastructure on academic
performance by public primary schools in Ruiri Location of Meru county with the aim of
providing with solution to quality performance .The study will adopt a descriptive research
design. The target population will be from public primary schools in Ruiri Location. A
census
approach will be used to select all the 7 public primary schools. All head teachers in the
Location, two teachers teaching in standard eight and standard eight pupils. Questionnaire
and observation schedule will be the main instrument for data collection; the data will be
qualitatively and quantitatively analyzed.
1.2 Statement of the Problem
The government of Kenya has been trying to achieve the goal of universal education since
independence in 1963; it has injected a lot of money to fund the free primary education.
Various approaches which were seen as likely to augment resources and define strategies for
education financing more closely adapted to social and economic realities have been
suggested and attempted. The most notable was the cost sharing framework, by which the
government was to meet salaries of teachers and education administration costs while parents
provided tuition fee especially in public boarding schools, and textbooks; while communities
on the other hand were to be responsible for putting up physical facilities and ensuring their
maintenance (ElimuYetu Coalition, 2003). However, given the differential economic
endowment of regions and even social groups, disparities in access to education emerged.
The disparities were cost related since not all groups could marshal resources on equal
footing. Under the cost sharing arrangement, parents felt exploited by school committees
which were considered unsympathetic to parents due to the burdens they imposed on them.
Abagi&Olweya (1999) seemed to support this view when he observed that school fees
typically contributed 91% to 100% of all financial resources that are available in schools;
government subsidies on the other hand hardly ever exceeded 8% of the schools’ total
budget. The introduction of FPE was aimed at providing the economically disadvantaged
with an opportunity to benefit from government sponsored education provision as well as
3
good academic results in KCPE. However, there are indications that providing this education
is now beyond the scope of Kenya’s ordinary education budget, owing to the rapid population
growth rate spews out an ever increasing number of students keen to join the education
system at all levels (Karemesi, 2010). Challenges arising from the pressure placed upon
available finances have been steadily growing. This study will examine the influence of
school infrastructure on academic performance in public primary schools in Ruiri Location of
Buuri sub- County in Meru County.
1.3 Purpose of the Study
The study aimed at investigating the influence of school infrastructure on academic
performance in public primary schools in Ruiri Location of Buuri Sub- County in Meru
County.
1.4 Objectives
The following were the objectives of the study
i. To investigate the influence of school library on academic performance in public primary
Schools in Ruiri Location
ii. To determine the influence of class rooms on academic performance in public primary
Schools in Ruiri Location
iii. To examine the influence of school desks on academic performance in public primary
Schools in Ruiri Location.
1.5 Research Questions
The research questions were as below;
i. How do school library influence academic performance in public primary schools in Ruiri
Location?
ii. How do class rooms influence academic performance in public primary schools in Ruiri
Location?
iii. How do school desks influence academic performance in public primary schools in Ruiri
Location?
4
1.6 Significance of the Study
The study findings generated will be used by the Ministry of Education to improve the status
of school physical infrastructure in public schools. The findings of this study will also help to
sensitize parents and community on the importance of providing infrastructural equipments
and materials for use by pupils. The findings will enable the government to enrich the current
policies and device ways of improving children’s academic outcomes through use of
infrastructural resources. The generated information will add to the body of knowledge for
future scholars to benefit from.
1.7 Scope of the Study
The study covers public primary schools in Ruiri Location in Meru County and Highlighted
on school library, class rooms, text books and desks. The study target population was
headmasters, teachers and pupils.
1.8 Limitations of the Study
The study was conducted in public primary schools in Ruiri Location. A major limitation is
scarcity of data on success stories on effective school infrastructure funding in Kenya. The
nearest attempt as regards this has been KESSP program pioneered in 2005 and running to
2010 which has not been exhaustively evaluated. The issue of funds was sensitive touching
on the integrity and careers of people. There might be a tendency of suspicion and
misrepresentation of facts In order to deliberately give favorable information.
1.9 Assumptions of the Study
The study assumes that respondents would be available and they would give the requested
information willingly and truthfully.
1.10 Definitions of Significant Terms
Academic Performance: The outcome of education, the extent to which a student, institution
has achieved their educational goal where KCPE maximum marks is 500.
Classroom: physical structure within a school setting where learners can sit to receive their
lessons.
Desk: Seat designed for a learner to sit on.
Library: is a building or room in which collection of books, Tapes, newspapers etc. are kept
for people to read study or borrow.
5
1.11 Organization of the Study
The study is organized into five chapters. Chapter One covers the introduction to the study,
statement of the problem, purpose of the study, objectives of the study, research questions,
significance of the study, delimitation of the study, limitation of the study, assumptions of the
study, definition of significant terms and organization of the study.
Chapter Two covers literature review which examines an introduction, academic performance
as a measure of Internal Efficiency; influence of school library on academic Performance,
influence of classrooms on academic performance, influence of school desks on academic
performance ,influence of school text books on academic performance, Theoretical
Framework and Conceptual Framework.
Chapter Three deals with Research Methodology under; introduction, Research design,
Target population, sampling Technique and sample size, Research Instruments, Validity of
Research Instruments, Reliability of Research Instruments, Data collection procedure and
Data Analysis.
Chapter four presents’ data captured from the field. Analysis of this data will be organized in
themes based on research questions.
Chapter Five covers summary of findings, discussion, conclusions and recommendations of
the study. It is concluded with suggested areas for further research.
6
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This section examines literature related to the study. The review is examined under the
influence of infrastructure on academic performance in public primary schools from
global,
regional and local perspectives. Relevant theoretical and conceptual frameworks have also
been provided.
2.2 Academic Performance in Public Primary Schools
The role of primary education is to lay the foundation for further education and if a good
foundation is laid at this level, there are likely to be no problem at subsequent levels.
Different people at different times have passed the blame of poor performance in primary
school to pupils because of their low retention, parental factors, association with wrong
peers,
low achievement, low retention, and the likes Aremu & Sokan, (2003), Aremu & Oluwole
(2001), Poor academic performance according to Aremu (2000) is a performance that is
adjudged by the examiner and some other significant as falling below an expected
standard.
Poor academic performance has been observed in schools especially public primary schools
Adesemowo, (2005). Aremu (2000) stresses that academic failure is not only frustrating to
the pupils and the parents, its effects are equally grave on the society in terms of dearth of
manpower in all spheres of the economy and politics.
2.3 Influence of Libraries on Academic Achievement
Oxford advanced learners dictionary described a library as a building or room in which
collection of books, tapes, newspapers etc. are kept for people to read, study or borrow.
Library is an essential factor in teaching-learning process. It forms one of the most important
educational services. The educational process functions in a world of books. The chief
purpose of a school library is to make available to the pupil, at his easy convenience, all
books, periodicals and other reproduced materials which are of interest and value to him but
which are not provided or assigned to him as basic or supplementary textbooks. The
importance of library has been demonstrated by the government when she expressed in the
National Policy on Education (NPE) that every state Ministry needs to provide funds for the
establishment of libraries in all her educational institutions and to train librarians and library
assistants. As a resource, it occupies a central and primary place in any school system. It
supports all functions of school-teaching and provides service and guidance to its readers.
7
According to Fowowe (1988) a library must be up-to-date and at the same time allow access
to older materials. It must be properly supported financially to fund materials and services
among others. While itemizing the types of libraries, Ola (1990) opined that secondary school
library in whatever form, has replaced the traditional method of ‘chalk and talk’ in imparting
knowledge to students that its effect on academic performance need not to be overemphasized.
He concluded that a well-equipped library is a major facility which enhances
good learning and achievement of high educational standard. In his words, Farombi (1998)
reiterated that school libraries may not be effective if the books therein are not adequate and
up-to-date as its impact may only be meaningful if the library could be opened to the students
always for a considerable length of time in a school day. With all the above mentioned facts,
it is sad to know that many schools operate without libraries Shodimu, (1998) whereas
Ogunseye (1986) had earlier noted that total absence of an organized school library would
continue to spell dooms for thousands of secondary school students. This statement clearly
implied that many schools operate without libraries and had affected the academic
performance of their students. Moreover, Fuller (1986) identified a school library as an
instructional resource which may significantly influence pupils’ achievement after controlling
for pupils’ family background. He found that effect of library size and its activity have been
positive. Also, in his study on the relationship between instructional facilities and academic
performance, Popoola (1989) discovered that library correlates with academic achievement
and those schools with well-equipped library normally maintain high academic performance.
In his study on raising school quality in developing countries, Fuller (1985) noted that
collection of books kept for reading in the library is related to academic performance.
2.4 Influence of Classrooms on Academic Performance
Gakuru (1982) indicates that the condition of school buildings is an important aspect in the
learning process. For example, teachers are able to leave their teaching aids in classrooms
with lockable doors and windows for as long as they wish. Those who are forced to pull them
down at the end of every day feel unmotivated to use them. The Government of Kenya in the
Koech Report (1999) noted that congestion within classrooms affect the teaching /learning
environment.
The quality and adequacy of physical facilities and equipment have a direct bearing on
quality of education. A school with inadequate classrooms will be forced to accommodate
more students than recommended. This will exert a lot of pressure on resources such as
teachers who may compromise their methodology as part of adaptive mechanism Nafukho,
8
(1991); Pscharapolous &Woodhall, (1985).Lack of basic facilities like laboratories has
compromised the teaching of science subjects. Topics that are meant to be taught practically
are taught theoretically as part of adaptive mechanism by teachers due to inadequate
resources to enable effective teaching of the same. This ends up affecting negatively students’
performance reducing their competitiveness for opportunities whose placement is pegged on
performance in such subjects Mayama (2012); Lumuli, (2009). This study proposes to
establish the state of physical facilities in public primary school in Ruiri location in order to
evaluate how it is impacting on academic performance of learners. The government has
directed huge sum of money to finance education and in particular to raise performance and
quality education for all.
2.4.1 Class Composition
Studies examine classroom grouping methods, including ability grouping of students, singlesex
classrooms and cooperative learning groups. Past studies has found that classrooms with
highly cooperative groups appear to have students with more positive perceptions of fairness
in grading, stronger class cohesion, and higher degree of social support, as well as higher
achievement scores. Female students have been found to prefer collaborating with other
students when studying and resolving problems and they have a stronger preference for
teacher support than male students. The primary school environments tend to use
collaborative strategies more frequently and have higher levels of teacher involvement and
support than is found in secondary schools. Research on single-sex classrooms has been more
divided in terms of academic outcome research. Some studies found that girls do better in
math and science particularly when separated from male students; other studies found no
achievement differences between genders when either in single-sex or mixed-sex classrooms
2.4.2 Class Size
Class size has been identified as determinant of academic performance. According to the
manual of the Ministry of Education the length and width of a classroom should be 7.5
meters by 5.85Meters or 7.5 meters by 6 meters. The classes should accommodate a
maximum of 30 learners for one seater desks or 40 learners in two seater desks in line with
the Ministry of Education circular on health and safety standards (2001). Classrooms should
be properly lit and ventilated; the floors should be level and clean always. For cemented
floors any cracks should be repaired in good time. Mud walls and floors regularly smeared
with dung. According to the same circular, efforts should be made to cement all floors.
Studies have indicated that schools with smaller class sizes perform better academically than
9
schools with larger class sizes. Kraft, (1994) in his study of the ideal class size and its effects
on effective teaching and learning in Ghana concluded that class sizes above 40 pupils have
negative effects on students’ achievement. Asiedu-Akrofi, (1978) asserts that since children
have differences in motivation, interests and abilities and that they also differ in health,
personal and social adjustment and creativity generally good teaching is best done in classes
with smaller numbers that allow for individual attention .Studies about class size by
researchers have shown that class size influences student and teacher behaviors. In general,
smaller classes are associated with students who are less stressed and are more frequently ontask
with fewer reported behavior problems than students in larger classes. Although
teachers tend to use similar instructional strategies whether teaching large or small classes,
there is some evidence to suggest that more class time is spent on administrative tasks for
larger classes, leaving less time available for instruction. Some research has suggested that
differences in academic outcomes based on class size are due to differences in student
behaviors. Teacher-to-child ratios are also of interest to many researchers because the number
of reported behavioral problems seems to increase as class size increases. Many researchers
have observed that large classes, with 30 or more students, tend to have a larger number of
students off task more often than with fewer students engaged with the teacher than children
in small classes of 20 students or less. According to Adaralegbe (1983) classes should be
held under hygienic conditions such as ceiling, fixed with doors and windows, concreted
floors Yet there may be a social cost for students in small classes; other researchers found
that smaller classes also had high incidences of children engaging in a social and
exclusionary behavior. Whether students are engaging in on-task or disruptive behavior can
also be influenced by effective classroom management instructions and consistency of
teacher enforcement. Most schools do not have adequate classrooms to accommodate the
large numbers of pupils enrolled under FPE. The classrooms are generally congested and
there is hardly space for movement. The classrooms are in poor condition. Lighting is poor as
many classrooms depend only on sunlight. Akinwumiju and Orimoloye (1987) opined that
education institutions from Nursery to University require buildings for their effective
operations. Classrooms, offices, assembly halls, laboratories and staff quarters are needed
.Important items like furniture for staff and students, books, science equipment, games and
sport equipment should be adequate in number and they should all be in good conditions for
schools to function properly.
10
2.5 Influence of Desks on Academic Performance
Norms are specifications for school physical infrastructure. They are classified as school
basic physical infrastructure and sanitation infrastructure. According to UNESCO (2005),
appropriate and sufficient building, child friendly, safe environment enhance child rights. The
Ministry of Education in Kenya has come up with safety standards manual for schools in
Kenya (MoEST, 2005). This emphasizes the importance of complying with Education Act
(Cap 211) and Public Health Act (Cap 242). The manual discusses size and number of
physical infrastructure and recommends the need for sufficiency. According to this acts
physical infrastructure includes structures such as classrooms, kitchen, laboratories, water
tanks, playground, and equipment among others. The facilities can be either permanent or
temporary. Such structures are supposed to be appropriate, adequate and properly located
devoid of any risks to users in order to enhance suitable learning environment for learning
without which academic performance would be difficult to achieve.
The furniture in classrooms, especially the desks, should be appropriate for use by both male
and female learners. Poorly constructed or inappropriate desks can lead to physical
deformities such as curvature of spine, contraction of chest, confirmed stoop among others.
This can cause tension among learners and become a hindrance to academic performance.
The class teachers should ensure that desks are arranged in a manner that facilitates or allows
easy and orderly movement of learners in the class. Each desk should have no more than 3
learners and the space between any two desks should be at least two feet. Buildings should
be accessible by all learners including special needs learners.
2.6 Theoretical Framework
Every investment has expected future results. To achieve these results, one requires certain
sustained efforts. Effectiveness of infrastructural funding would rely heavily on the theory of
action. This theory posits that more resources are the most effective means to improve
achievement. It was proposed by Coleman James (1986), as an organizing principle to bring
together the beliefs and actions of individuals towards a collective goal.
In primary school infrastructure funding, there is need to find means for more resources in
order to achieve educational goals before this is done the funding agents need to understand
the influence of infrastructure on academic performance in order to provide for enough funds
to each institution . Kenya has been severely constrained in her efforts to achieve UPE.
Public investment in schooling has increased more than ten folds since 2002 in an effort to
achieve MDG, Ochola et al, (2007). When KESSP program was launched, there was a major
backlog of infrastructure provision and a shortage of which has in many cases suffered from
11
lack of investment over a number of years. While recognizing that communities must remain
responsible for the construction and maintenance of facilities, under FPE, the government of
Kenya endeavored to provide additional support to schools in the needy areas (MOE, 2005).
The KESSP program aims at mobilizing communities, local organizations and other
stakeholders to provide support in improving and maintaining existing infrastructure. This
cooperation will bring more resources which will result in effectiveness. The KESSP
program is properly organized and from 2005-2010, all primary schools in Kenya except
those in North Eastern Province who benefit from other program will receive funding. School
improved grants of between Ksh 100,000 – Ksh 200,000 per year are to be given to 1,000
schools to financially and technically improve their infrastructure, build capacity to
implement, mobilize community support and monitor and evaluate both the program and
impact. (MOE, 2005). Apart from KESSP other effort aimed at improving infrastructure are
going on need to be enhanced
2.7 Conceptual Framework.
The study is guided by Education Production Function theory. Education function represents
mathematically the process of which a school transforms inputs Stephen &Eileen, (1990).
An education production function is an application of the economic concept of a production
function to the field of education. It relates various inputs affecting a student’s learning like
pupil-teacher ratio, instructional materials, physical facilities that affect the quality of
education. It measure outputs including subsequent labor market success, school enrollment,
graduation rates, and most frequently, standardized test scores. A large number of successive
studies, increasingly involving economists, produced inconsistent results about the impact of
school resources on student performance, leading to considerable controversy in policy
discussions. Additionally, policy discussions about class size reduction heightened academic
study of the relationship of class size and achievement.
12
2.1 Conceptual Framework
INDEPENDENT
VARIABLES
MODERATING DEPENDENT
VARIABLES VARIABLE
INTERVENING
VARIABLES
Figure 1. Conceptual Framework
School Library.
 Library Assistant
 Adequacy of text
and material
 Accessibility
 Size
Class Rooms
 Class composition
 Class size
 Adequacy
School Desks
 Size
 Functionality
Social Economic Factors
Academic Performance in
Public Primary Schools
 Kenya Certificate of
Primary School Scores
Government
Policy Guidelines
13
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This section presents Methodology used in the study. It is presented under; Research Design,
Target population, Sample Size ,Sampling Technique and, Research Instruments, Validity of
Research instruments, Reliability of Research instruments, Data collection procedures and
Data Analysis Techniques.
3.2 Research Design
This study used a descriptive survey research design. In using this design, data collection was
carried out in a structured process. Kumar (2005) argues that the goal of descriptive research
is to describe the characteristics of a selected phenomenon and involves the collection of data
without manipulation of variables. The sole purpose of descriptive research is to provide an
accurate and valid representation of the factors or variables that are relevant to the research
question .Descriptive survey research is helpful in indicating trends in attitudes and
behaviors, and enables generalization of the findings of the research study to be done
.Neuman, (2000). This design is appropriate for this study because it will enhance the amount
of quality information.
3.3 Target Population
Target population is the specific components that the study focuses on and to which the
findings of the research are generalized (Patton, 2002).
Target population is finite in size, exists within a given time frame, and is accessible. Patton
(2002) argues that for a target population to be plainly defined there is need to clearly define
the properties that the researcher anticipates to investigate by use of a working definition.
The study targeted all the 7 public primary schools in Ruiri Location because they are few
and have been presenting candidates for KCPE examination up to 2012, the 7 head teachers
because they are responsible for implementation of education curriculum policy at school
level , 14 standard eight teachers , two from each sampled school , 181 pupils within the
target schools .The study targeted standard eight classes because they have been in the
school system long enough to understand the school based factors affecting their academic
performance and understand sources of school funding better than the lower classes.
14
Table 3.1 Target Population
3.4 Sampling Procedure
To determine the sampling techniques the researcher, after weighting each of the sampling
units in the research, utilized a combination of probability and non-probability sampling
techniques. Chava, F and Nachmas, (1996) indicate that the researcher has to establish the
weight of the sampling units and employ appropriate sampling techniques. They add that the
choice of the sample size must be chosen by some logical process and should be determined
by the researcher depending on the following: Population, type of study, standard of accuracy
desired, and availability of resources among others. In this study, all the 7 primary schools
are selected for the study due to their small number and they are included in the government
school funding program. These schools were also information rich with respect to the purpose
of the study because they have been presenting KCPE candidates for a number of years.
3.4.1 Sample Size
When the population is more than 10,000 individuals 384 of them are recommended as the
desired sample size Mugenda and Mugenda, (1999).Mugenda and Mugenda, (1999),
recommend the following formula to calculate sample size when the population is less than
10,000. The schools selected, gave a sample of 22%. Cohen &Manion, (1994), state that a
sample of between 20-30% is accepted in a survey. For pupils, the researcher established the
desired sample size using the formula recommended in Mugenda and Mugenda, (1999) and
revisited by Kothari, (2009) as shown below:
nf = n / 1+ (n/N)
Sample size: 384
1+ (384/934) = 202
Where:
Population Total No. Sample Percentage
Head teachers
Teachers
Pupils
Schools
7
56
871
7
7
14
181
7
100
25
21
100
TOTALS 934 202
15
nf – The desired sample size when population is less than 10,000
n - Desired sample when population is more than 10,000 and this is given as 384.
N - Estimate of population size.
Using this formula, the pupils sample size will be = 202
3.5 Methods of Data Collection
This involved self-administered questionnaires, interview and observation schedules. At first,
the researcher requested for an introductory letter from University of Nairobi. Then he sought
a permit from the National Council for Science and Technology within the Ministry of
Education Science and Technology. This was presented to the County Director of Education
and the Sub county Education Officer for authority to carry on with research in the study
locale. He then visited schools for introductory purposes and request for appointment from
the head teachers about the nature of the study. On the appointment date, the researcher
visited the sampled schools for responses from the pupils and then explains to them the
purpose of the study and what is required of them. The researchers assured the respondents of
confidentiality before distributing the questionnaires to them, and ask them not to indicate
their names. The researcher then collected the completed questionnaires to avoid distortion of
the respondents’ answers by other pupils. The sampled class teachers were given the
questionnaires and assure them of their confidentiality. When they completed filling them,
the researcher collected the questionnaires. The head teachers in each school were
interviewed in their respective offices. The observation schedules were completed by the
researcher in the sampled schools during the study. All completed instruments were bound
separately depending on their category and sample school for analysis.
3.6 Validity of Research Instruments
Validity is the accuracy and meaningfulness of inferences drawn from the researcher
findings. It is the degree to which results obtained from the analysis of the data actually
represent the phenomena under study Mugenda and Mugenda, (2003). In this study, the
validity was taken to mean the extent to which the instruments cover the objectives. Validity
refers to quality of data gathering instrument or procedures that enable the instrument to
measure what it is supposed to measure Kumar, R. (2005). To ascertain content validity of
this research instrument, the researcher consulted expert’s literature in research methodology
in the Department of Education, Administration and Planning in the University of Nairobi.
This enabled the researcher to develop instruments that yielded content valid information.
16
3.7 Reliability of Research Instruments
Reliability is the ability of the instrument to give consistent results after a number of repeated
trials Kerlinger, (2003). Reliability was enhanced through use of instrument triangulation
technique which is an acceptable technique in survey research that is qualitative in nature
since it leads to credibility to the findings of the study Kothari, (2008); Mugenda and
Mugenda, (2003).
A pilot study was conducted by administering the questionnaires to few head teachers, class
teachers and pupils from neighboring schools in Rwarera location with the intention of
determining the reliability of the questionnaire. Kothari (2004) argued that reliability is the
consistency of measurement and is frequently assessed using the test–retest reliability
method. Reliability is increased by including many similar items on a measure, by testing a
diverse sample of individuals and by using uniform testing procedures.
Cronbach’s Alpha was applied to measure the co-efficient of internal consistency and
therefore reliability of the instrument. A reliability coefficient of 0.71 was obtained and
considered high enough for the instruments to be used for the study Jwan (2010).
3.8 Methods of Data Analysis
The study used Statistical Package for Social Sciences (SPSS) to analyze data. This is done
by first cleaning, coding, entering and then analyzing. The data was analyzed both
qualitatively and quantitatively. Quantitative data was edited to eliminate inconsistencies,
summarized and coded for easy classification in order to facilitate tabulation and
interpretation. Descriptive statistics was used in describing the sample data in such a way as
to portray the typical respondent and to reveal the general response pattern. Analyzed data
was then presented in form of percentages, means, standard deviations and frequencies.
Based on the research questions and the objectives and thereafter, inferences and conclusions
will be drawn
3.9 Ethical Consideration
Written permission will be sought from the principle secretary Ministry of Education Science
and Technology. The research protocol and consent will be sought and approved by the
University of Nairobi. The aim of the study will be explained to all potential participants.
Permission to include them in the study will be sought and where necessary written consent
will be obtained. The participant will be informed of their freedom to withdraw any time
without diving reasons. A reason not to participate will be highly respected; also
confidentiality and privacy will be ensured and maintained throughout the study.
20
3.10 Operationalization of Variables
Table 3.2 Operationalization of Variables
Research Objective Variables Indicators Measurement Scale Data Collection Data Analysis
To investigate the
influence of School
Library on academic
performance in public
primary schools in Ruiri
Location
Independent
Variables
School Library
- Availability of
Library
- Study materials
stocked
Checklist on
library
Ratio
Questionnaire
Observation schedule
Descriptive
To examine the influence
of classrooms on
academic performance in
Public Primary Schools in
Ruiri Location.
Independent
Variables
Classrooms
-Gender
-Number of Pupils in
class
-Number of
Classrooms
Checklist on
Number of
classrooms
-Class register
Nominal
Questionnaire
Observation Schedule
Descriptive
To Determine the
influence of school desks
on academic performance
in Public Primary Schools
in Ruiri Location
Independent
Variables
School Desks
-Number of desks per
class
- Size (Number of
pupils per desk)
Checklist on
number of
desks in the
class
Ratio Questionnaire
Observation Schedule
Descriptive
21
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.1 Introduction
This chapter contains data analysis, presentation and interpretation of findings. The study
intended to investigate the influence of school infrastructure on academic performance in
public primary schools. The chapter discusses results of the study under the following
headings: questionnaire return rate, demographic characteristics of the respondents,
objectives of the study namely how school library, classrooms, and school desk influence
academic performance in public primary schools in Ruiri Location.
4.2 Questionnaire Return Rate
The questionnaire return rate was 97.6 %, as 209 (181pupils questionnaires, 14 teachers’
questionnaires, 7 head teachers interview schedule and 7 observation schedule) were used.
This was possible because the interviewer waited for the respondent to complete the
questionnaires and interview schedules and collect them immediately.
4.3 Demographic Characteristics of the Respondents
This section discusses the pupils’ gender, number of years in the institution and school
enrolments.
4.3.1 Study Responses by Gender
The pupils were asked to indicate their gender. The responses are shown in Table 4.1.
Table 4.1 Gender of the Pupils
Respondent Frequency Percentage
Male 76 43.2
Female 100 56.8
Total 176 100.0
22
The study findings indicated that 43.2 % were males while 56.8% were females among the
pupils. The findings have shown that in the public schools in Ruiri Location girls are more
than boys.
4.3.2 School Enrolment
The headmasters were asked to indicate the school enrolment from 2008 to 2012 and the
responses are in Table 4.2.
Table 4.2 School Enrolment
School Day or
boarding
school
2008 2009 2010 2011 2012
Ncoroiboro Day 450 419 310 297 314
Matuuru Day 160 162 172 171 228
Loire Day 250 245 239 200 220
Kathunguru Day 520 500 501 486 386
Mutuma Day 117 109 158 163 142
Mutethia Day 41 71 55 27 35
Tutua Day 85 70 79 83 90
Total 1623 1576 1514 1427 1415
Mean 231 225 216 203 202
The study findings indicated that the school enrolment was 231 pupils in 2008 and 202 pupils
in 2012. The study shows that the school enrolment has been decreasing over the years. This
is due to low academic performance as indicated.
4.4 School Library and its Influence on Academic Performance in Public Schools
In this section, the researcher sought to find out how school library influences academic
performance in public schools.
4.4.1 Observation Schedule for Library
An observation was conducted using observation schedule in the schools concerning library
and responses indicated on Table 4.3
23
Table 4.3 Observation Schedule for Library
Issue Frequency Percentage
Has library 1 14.2
Permanent library 1 14.2
Has library assistant 1 14.2
Study materials are
adequate
1 14.2
6 85.7
Library accessible 1 14.2
Library neat and
spacious
1 14.2
From the observation schedule in the schools, only 14.2 % (1 school) of institutions have
libraries which are permanent and have library assistants while 85.7% (6) disagreed that the
schools have library which have adequate materials. However, majority of the respondents
(85.7%) disagreed that the study materials in the library are adequate. The findings also
indicated that the library is sometimes accessible and respondents strongly agreed that the
library is neat and spacious. Lack of library and availability of adequate materials may
contribute to low academic performance.
4.4.2 Sources of Funds for Physical Infrastructure
The researcher asked the pupils to indicate the source of funds for library in schools and
responses are in Table 4.4.
Table 4.4 Source of Funds for Library
Source of funds Frequency Percentage
Government and parents 160 90.9
Parents and fees donors 15 8.5
Constituency Development
Fund
1 0.6
Total 176 100.0
24
From the study, 90.9 % of the pupils indicated that library can be constructed from funds
obtained from government and parents. This shows that with good will funds from
government and parents are sufficient to build library in schools.
4.4.3 Library Comfortable
The pupils were asked to indicate the state of libraries in their schools and their responses are
shown on Table 4.5.
Table 4.5 State of the Library
State of library Frequency Percentage
Very comfortable 2 1.1
Comfortable 3 1.7
Fairly comfortable 10 5.7
No library 161 91.5
Total 176 100.0
From the findings, 5.7% of the pupils indicated that the library is fairly comfortable while
only 1.1% of pupils indicated that the library is very comfortable. Therefore the libraries
require some improvement. Only one school has the library. Comfort in library lead to pupils
concentrate well in their studies. Discomfort may defeat academic performance.
4.5 School Classrooms and its Influence on Academic Performance in Public Schools
This section sought information concerning the influence of school classrooms on academic
performance in public schools.
4.5.1 Funds for Classroom Construction
The respondents were asked to indicate the source of funds for classroom construction and
responses are shown on Table 4.6
25
Table 4.6 Funds for Classroom Construction
Source of funds Frequency Percentage
Government 1 0.6
CDF and Government 125 71.0
Parents and government 50 28.4
Total 176 100.0
The findings has shown that 71% of pupils indicated that funds for classroom construction is
obtained from Government and Constituency Development Fund (CDF) while 28.4% of
pupils indicated that funds for classroom construction is obtained from Parents and
government as shown on results from pupils questionnaires.
4.5.2 Reason for Overcrowding in Schools
The pupils were asked to indicate whether they are overcrowded in classrooms.
The pupils were asked the reason for being overcrowded and Table 4.7 shows the responses.
Table 4.7 Reasons for Overcrowding in Classrooms
Reasons Frequency Percentage
Very many pupils in a
classroom
44 25.0
Inadequate desks 50 28.4
Not crowded and thus
comfortable
82 46.6
Total 176 100.0
From the study, only 46.6% of pupils indicated that they are not overcrowded and thus
comfortable in their classrooms. The study also indicated that the classrooms have very many
pupils (25%) and have inadequate desks (28.4%). 53.4% of respondents indicate
overcrowded classrooms. This may lead to low academic performance.
26
4.5.3 Seating Arrangements
The teachers were asked to indicate the seating arrangement of pupils in the classroom and
Table 4.8 shows the responses.
Table 4.8 Seating Arrangements
Arrangement Frequency Percentage
Mixed gender 7 100
mixed academic ability 7 100
The study has shown that all the seven public schools (100%) have mixed gender and mixed
academic ability as their seating arrangement. This enables weak pupils to be assisted by
clever pupils.
4.5.4 Seating Arrangements Observation Schedule
An observation schedule was conducted concerning the conditions of classrooms and
responses indicated on Table 4.9 and Table 4.10.
Table 4.9 Observation Schedule for Conditions of Classrooms
Issue Response Frequency Percentage
Has special
facilities
Yes 3 42.9
No 4 57.1
Number of
classrooms
Permanent 73 84.9
Temporary 13 15.1
Cleanliness Tidy 1 14.3
Fairly tidy 6 85.7
Number of desks 142 -
Number of pupils
per desk
2 2 28.6
3 3 42.9
1 1 28.5
Lighting of
classrooms
Adequate 4 57.1
Fairly adequate 1 14.3
Inadequate 2 28.6
Class fixed with Yes 6 85.7
27
Issue Response Frequency Percentage
Has special
facilities
Yes 3 42.9
No 4 57.1
Number of
classrooms
Permanent 73 84.9
Temporary 13 15.1
doors No 1 14.3
Doors lockable 6 85.7
Classrooms
accessible
7 100
From the observation schedule, 42.9% of schools have special facilities, 84.9% of classrooms
are permanent, 85.7% are fairly tidy, 42.9% of desks shared by 3 pupils, 57.1% of classrooms
are adequately lighted, and 85.75 classrooms are fitted with doors while 85.7% have lockable
doors. This shows that most public schools lack special facilities for special pupils and as
such needs of these pupils not met and hence low academic performance.
Table 4.10 Observation Schedule for Furniture and Classrooms
Issue Response Frequency Percentage
Painted Yes 2 28.6
No 5 71.4
Plastered Yes 1 14.3
No 6 85.7
Clearly illuminated Yes 6 85.7
No 1 14.3
Roofed Yes 6 85.7
No 1 14.3
Has doors and
windows
Yes 6 85.7
No 1 14.3
Type of floors Earthen 6 85.7
Cemented 1 14.3
Sitting arrangement Orderly 6 85.7
Not orderly 1 14.3
28
From the observation schedule, 28.6% of schools are painted,14.3% plastered,85.7% clearly
illuminated, properly roofed, fitted with doors, have special facilities, 84.9% of classrooms
are permanent, 85.7% are fairly tidy, have earthly floors and have orderly sitting
arrangements. This shows that public schools require to be assisted with physical
infrastructure.
4.6 School Desks and their Influence on Academic Performance in Public Schools
This section covers issues appertaining to school desks and their influence on academic
performance in public schools.
4.6.1 Source of Funds for Desks and Problems with Desks
The headmasters were asked to indicate the source of funds for desks and responses are
shown on Table 4.12.
Table 4.11 Source of Funds for Desks
Source Frequency Percentage
Member of Parliament 1 14.3
CDF 1 14.3
Government 2 28.55
Government and parents 2 28.55
Fees donors 1 14.3
Total 7 100.0
From the findings, 28.55% of headmasters indicated that the source for funds for desks is
obtained from government and parents while 14.3% of headmasters indicated that the source
for funds for desks is obtained from CDF, Member of Parliament and other fees donors.
The pupils were asked to indicate the problems with their class desks and responses are
shown on Table 4.13.
29
Table 4.12 Problems with Class Desks
Problems Frequency Percentage
Tearing of clothes 70 39.8
uncomfortable to sit on 104 59.1
Not applicable 2 1.1
Total 176 100.0
The study has indicated that 59.1% of pupils indicated that the desks are uncomfortable to sit
on while 39.8% indicated that the desks tear their clothes. This indicates un sustainability of
desks in class. This may lead to discomfort to pupils and may lead to poor academic
performance.
4.6.2 Type of Desks
The teachers were asked to indicate the type of desks in the classrooms and responses are
shown on Table 4.14
Table 4.13 Type of Desks
Type Frequency Percentage
One seater 1 7.1
Two seater 6 42.9
More seater 7 50.0
Total 14 100.0
From the findings, 50% of the teachers indicated the desks are sat on by more than two pupils
while only 7.1 % of desks are one seater desks. The desks are not adequate for pupils to sit
comfortably. That is each pupil to sit alone or at least two pupils per desk and this may lead
to low performance.
4.7 Academic Performance in Public Schools
This sections show the academic performance of pupils in public primary schools.
4.7.1 Trends of Academic Performance from 2008 to 2012
The teachers were asked to indicate the schools performance from 2008 to 2012 and their
responses are shown on Table 4.15.
30
Table 4.14 Trends of Academic Performance from 2008 to 2012 (KCPE mean grade)
School 2008 2009 2010 2011 2012
Ncoroiboro 180.37 190.35 208.7 214.04 211.31
Matuuru 185 182 191.06 225.83 244.17
Loire 182.34 183.94 192.03 187.7 210.95
Kathunguru 169.89 127.95 162.87 187.07 200.00
Mutuma 180.81 195.38 180.78 215.71 222.01
Mutethia 179.3 156.25 148.73 212.41 220.15
Tutua 256.19 242.08 233.12 255.26 254.04
Total 1333.9 1277.95 1317.29 1498.02 1562.63
Mean 190.6 182.6 188.2 214.0 223.2
Source D.E.O’S Office
From the findings, the mean score for 2008 was 190.6 marks, 188.2 in 2010 and 223.2 in 212.
The results show that the academic performance dropped in 2009 but has risen over the years
to 223.2 by 2012. However, even the improved mean score is still below half of the
maximum score of 500.
31
CHAPTER FIVE
SUMMARY OF FINDINGS, DISCUSSION, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
This chapter focuses on the summary of findings of the study which formed the foundation
for discussions. The discussions provided a firm basis upon which conclusions and
recommendations were advanced to address the influence of school infrastructure on
academic performance in public primary schools in Ruiri Location, Buuri Sub- County in
Meru County. It also includes suggested areas for further research.
5.2 Summary of Findings
The following are the key findings presented under the three objectives of the study as
follows
5.2.1 School Library and its Influence on Academic Performance in Public Schools
The study shows that a large majority of the schools in Ruiri Location had no library and that
even those schools that had a library the reading materials in them were inadequate. Also,
often the library was inaccessible. In fact, the study established no difference in performance
between the schools with or without a library.
5.2.2 School Classrooms and its Influence on Academic Performance in Public Schools
The study shows that majority of public primary schools in Ruiri Location have permanent
classrooms. However, most of the classrooms are unpainted, have no cemented floors, their
walls are un plastered and are overcrowded with pupils. Such facilities are not conducive to
good academic performance.
5.2.3 School Desks and their Influence on Academic Performance in Public Schools
The study shows that most of public primary schools in Ruiri Location have inadequate
desks. Available desks are shared by more than two pupils and most of the desks are broken
and often tear pupils’ clothes.
32
5.3 Discussion of Findings
This section discusses the key findings of the study against literature on academic
performance in primary schools.
5.3.1 School Library and its Influence on Academic Performance in Public Schools
The study shows that a large majority of the schools in Ruiri Location had no library and that
even those schools that had a library the reading materials in them were inadequate. In fact,
the study established no difference in performance between the schools with or without a
library the study agrees with Ogunseye (1986) who stated that total absence of an organized
school library spells doom for thousands of primary school students since schools operating
without libraries has their academic performance of their pupils affected.
5.3.2 School Classrooms and its Influence on Academic Performance in Public Schools
The study shows that majority of public primary schools in Ruiri Location have permanent
classrooms. However, most of the classrooms are unpainted, have no cemented floors, their
walls are unplastered and are overcrowded with pupils. Such facilities are not conducive to
good academic performance. This finding agrees with the Government of Kenya in the Koech
Report (1999) which noted that congestion within classrooms affect the teaching /learning
environment. The finding on overcrowded classrooms support Eshiwani’s (1988) finding
that one of the factors that caused poor KCPE performance is lack of learning and teaching
materials as these led to reduced learners’ motivation.
5.3.3 School Desks and their Influence on Academic Performance in Public Schools
The study shows that majority of public primary schools in Ruiri Location have inadequate
desks that forces at least two pupils to share one. Often these desks were broken and leading
to tearing of pupils’ clothes. This situation does not provide conducive learning environment.
The findings agrees with Chimombe (2011) who noted that school environment that is not
conducive for learning may lead to underperformance. The finding on adequacy of desks
supports Lumuli (2009) findings that an adequate learning facility is a factor that enhances
quality and relevance of skills imparted to learners.
33
5.4 Conclusion of the Study
The study concluded that, in general, infrastructure in public primary schools in Ruiri
Location is poor. There was only one primary school that had a library and even this one had
inadequate study materials. Also most classrooms in all the schools were overcrowded with
nearly all learners sharing desks in classrooms that called for painting of the walls as well as
plastering and cementing the floors. While accepting that infrastructure is just one
determinant factor, it would not be far-fetched to conclude that infrastructure has been a key
factor in the below average performance of Ruiri pupils in national examinations over the
years.
5.5 Recommendations
The following policy recommendations were made from the findings of this study.
a) The Ministry of Education should ensure that schools infrastructure, including
spacious and well-tendered classrooms with adequate number of desks should be
availed to every public primary school.
b) In addition, the Ministry of Education should ensure that every primary school has a
spacious library that has an adequate amount of relevant books.
c) In this effort, the Ministry should seek cooperation of donors that included concerned
parents.
5.6 Suggested areas for further Research
The following areas are suggested for further study.
i. The influence of school infrastructure on academic performance in public primary
schools in other parts of Kenya.
ii. The influence of school infrastructure on academic performance in public secondary
schools in Kenya.
34
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Kenya.
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of Kenya (1995). Draft Report on Cost and Financing of Education in Kenya. Government
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38
APPENDICES
APPENDEX 1: LETTER OF INTRODUCTION
Raphael Nturibi
P.O. Box 60200-1004
Meru.
28-5-2015
The Head Teacher,
Dear Sir. /Madam,
RE: LETTER OF INTRODUCTION ON DATA COLLECTION.
I am a student at the University of Nairobi carrying out a research study leading to award of
Masters of Arts degree in project planning and Management at the University of Nairobi.
This study aims at investigating and analyzing the Influence of school infrastructure on
academic performance in public primary schools in Ruiri Location.
Your school has been selected for the purpose of participation in this study. It is my humble
request for your authority for me and my enumerators to interact with target groups within
your school (Teachers, Students). The sample population will be provided with questionnaire
and participants will participate willingly. I have attached here a draft questionnaire for your
review. The information collected will be treated with utmost confidence.
I take this opportunity to thank you in advance for your co-operation.
Yours faithfully,
Raphael Nturibi.
Reg.No. L50/66239/2010
39
APPENDIX 2: LETTER OF CONSENT
I am Raphael Nturibi from the University of Nairobi. I kindly request to know your views on
influence of school infrastructure on academic performance by pupils in public primary
schools in Ruiri Location. Your school has been sampled for this study. If you consent to
participation, you will be requested to answer some questions on the about factors influencing
academic performance in your school. Your response will be treated as confidential, only to
be known by the interviewers. Your participation is entirely voluntary and you are free to
refuse to participate or stop answering questions at any point.
Answering the questions will not take more than twenty or so minutes of your time.
Participant statement:
I agree to participate in the interview.
Participant signature……………………………………..
Date………………………………………………………
40
APPENDIX 3: PUPILS QUESTIONNAIRE
Dear respondent, I the researcher, is a post-graduate student at University of Nairobi. I’m
seeking information on the influence of infrastructure on academic performance in public
primary schools in Ruiri location. Please read the instructions for each question and fill
appropriately. You are assured that the information you give will be treated confidentially
and will be used for the purpose of the research ONLY.
Part one: General information
1. Name of the school ………………………………………..
2. Zone ………………………………………..
3 Class …………………………………………
4. Gender
Male 1
Female 2
5. Type of school
Boarding 1
Day 2
Part two: Questionnaire on Adequacy of Physical facilities
1. There are various sources of funds for physical infrastructure in this school.
According to you, where does the money used to build or repair the following
structures come from?
(Tick as appropriate)
Physical facilities Source
(a) Classes:
Member of Parliament 1
CDF 2
Government 3
Fees Donors 4
(b) Library:
Member of Parliament 1
CDF 2
Government 3
Fees Donors 4
41
(c) Furniture -Desks:
Member of Parliament 1
CDF 2
Government 3
Fees Donors/parents 4
2 (a) When your desks break who repairs them?
…………………………………………… …………………………………………..
(b) Are they repaired in time?
…………………………………………………………………………………………………
3. Do you find yourself overcrowded in class?
…………………………………………………………………………………….……………
If yes what has lead to this?
......................................................................................................................................................
4. Do you face any problems with your desks?
……………………………………………………………………………………………...
If yes, list them
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5. Has the availability of physical facilities contributed to you coming to school?
Yes 1
No 2
42
6. How comfortable are you with the following:
(Tick as appropriate
(a) Library:
Very comfortable 1
Comfortable 2
Fairly comfortable 3
Not comfortable 4
(b) Classes:
Very comfortable 1
Comfortable 2
Fairly comfortable 3
Not comfortable 4
(c) Furniture (DESK):
Very comfortable 1
Comfortable 2
Fairly comfortable 3
Not comfortable 4
7. Can a teacher access all students in class fairly? ………………………….
If not, why?
…………………………………………………………………………………………
…………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
43
APPENDIX 4: CLASS TEACHERS QUESTIONNAIRE
Dear teacher, the researcher is a post-graduate student at University of Nairobi .I’m seeking
information on the influence of infrastructure on academic performance in public primary
schools in Ruiri Location. Please read the instructions for each question and fill
appropriately. You are assured that the information you give will be treated confidentially
and will be used for the purpose of the research ONLY.
Part one: General information
1. Name of the school……………………………………………………………………….
2. Zone………………………………………………………………………………………
3. For how long have you taught in this school?
Part two: Questionnaire on adequacy of physical facilities.
1. What is the source of funds for physical infrastructure in your school?
CDF 1
LATF 2
DONORS 3
KESSP 4
Others 5
2. Do these provide sufficient funds for school physical infrastructure?
3. How would you rate the adequacy of the physical facilities? (Tick appropriately)
(a) Class:
Yes 1
No 2
Very adequate 1
Adequate 2
Fairly adequate 3
Not adequate 4
44
(b) Furniture:
4. (i) what type of desks are in your class?
(ii) How many pupils share a desk?
......................................................................................
5. Do you have any pupils with special needs in your school?
6. How satisfied are you with the general condition of the school physical infrastructure?
……………………………………………………………………………………….…………
7. What do you feel about the level of funding for physical infrastructure in school?
Tick as appropriate
8. What is the composition of the pupils in you class?
9. What is the seating arrangement in your class?
Others please specify ……………………………………………………..
Very adequate 1
Adequate 2
Fairly adequate 3
Not adequate 4
One seater 1
Two Seater 2
More seaters 3
Yes 1
No 2
Very adequate 1
Adequate 2
Fairly adequate 3
Not adequate 4
Boys only 1
Girls only 2
Mixed Gender 3
Separator Gender 1
Mixed Gender 2
Ability 3
Mixed Ability 4
45
APPENDIX 5: HEADTEACHERS INTERVIEW SCHEDULE
Dear head teacher, I’m a post-graduate student at University of Nairobi. I’m seeking
information on the influence of infrastructure on academic performance in public primary
schools in Ruiri location. Please read the instructions for each question and fill appropriately.
You are assured that the information you give will be treated confidentially and will be used
for the purpose of the research ONLY
Part 1: General information
1. Name of the school………………………………………………………………..
2 Length of time in the school……………………………………………
Part 2: Interview on Adequacy
1. What are the sources of funds for physical infrastructure in your school?
2. a) School enrolment
2008……………………………………………
2009………………………………………………..
2010……………………………………………….
2011………………………………………………….
2012……………………………………………
b). with the above enrolment what amount of funds was required to adequately cater for
school physical infrastructure needs for this enrolment?
…………………………………………………………………………………………
c). approximately, what percentage of the above is provided by the following?
KESSP 1
CDF 2
FPE 3
DONORS 4
OTHERS 5
GOVERNMENT 1
DONORS 2
LATF 3
CDF 4
Others 5
46
d) .How adequate is funds provided for school physical infrastructure funding?
Tick appropriately
Very adequate 1
Adequate 2
Fairly adequate 3
Not adequate 4
47
Part 5: Interview on Education Achievement
1. What are the KCPE scores trend in your school between 2008 and 2012?
a) Number of pupils/ mean score in 2008
b) Number of pupils/ mean score in 2009
c) Number of pupils/ mean score in 2010
d) Number of pupils/ mean score in 2011
e) Number of pupils/ mean score in 2012
2. How has the availability of physical infrastructure affected the school educational
achievement?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
3. To what level does physical infrastructure funding help in improvement of school
academic performance?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
4. a) Have you had any pupils dropping out in your school this year?
………………………………………………………………
If yes how many? ……………
b) What are the reasons for their dropout?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5. What concerns do teachers express about the conditions of infrastructure?
…………………………………………………………………………………………………
6. What do you think is necessary for improvement?
48

APPENDIX 6: OBSERVATION SCHEDULE ON SCHOOL INFRASTRUCTURE

ANDLEARNING FACILITIES
Part 1: Observation on adequacy
The observer will observe the following:
Physical facilities
(a) Type and condition of classes, furniture.
i. Are they permanent?
ii. Semi-permanent?
iii. Painted?
iv. Plastered?
V.Are they clearly illuminated?
If yes, how many?........................................................................................
Yes 1
No 2
Yes 1
No 2
Yes 1
No 2
Yes 1
No 2
Yes 1
No 2
49
(b) Condition of teaching and learning resources
i. Furniture……………………………………………………………………………
ii. Desks ……………………………………………………………………..………
iii. Tables …………………………………………………………………….…………
Iv.Blackboards/Blackwall ……………………………………………………………
(c) Condition of classes
i. Roofed ……………………………………………………………………………
ii. Doors and windows……………………………………………………………….
iii. Type of the floor………………………………………………………………….
Iv.Permanent/Semi permanent…………………………………………………………
v. Seating arrangement……………………………………………………………….
(d) Condition of library.
Please tick appropriately
- Is there any library?
- The library is permanent or temporally
- There is library assistant
Yes 1
No 2
Permanent 1
Temporally 2
Yes 1
No 2
50
- There are enough and various study materials in the library
-The library is accessible to all pupils.
-The library is neat and spacious
Part 3: Observation on classrooms
1. Are there any special facilities constructed to cater for the specific gender needs?
a) Number of classrooms in the school permanent … ………
Temporally …………
b) Classroom cleanliness
c) Number of desks in the classroom occupied …………………
d) Number of pupils per desk ………………………..
Strongly agree 1
Agree 2
Disagree 3
Always 1
Sometimes 2
Rarely 3
Strongly agree 1
Agree 2
Disagree 3
Yes 1
No 2
Tidy 1
Fairly Tidy 2
Untidy 3
51
e) Lighting in the class is
f) Class composition
g) Classrooms are fixed with doors and windows
h) Classroom doors are lockable when not in use
2. Are the classrooms easily accessible by all pupils and teachers?
Adequate 1
Fairly adequate 2
Inadequate 3
Mixed ender 1
Single gender 2
Yes 1
No 2
True 1
False 2
Yes 1
No 2
52
APPENDIX 7: KCPE Mean Scores for Public Primary Schools in Ruiri Location (2008
-2012)
Table 1.1
Years
Primary School 2008 2009 2010 2011 2012
LOIRE 182.34 183.94 192.03 187.70 210.95
KANTHUNGU 180.81 195.38 180.78 215.71 222.01
NCOROIBORO 180.37 190.35 208.70 214.04 211.31
MATUURU 185.00 182.07 191.06 255.83 244.17
MUTUMA 179.30 156.25 148.73 212.41 220.15
TUTUA 169.89 127.95 162.87 187.07 200.00
MUTETHIA 256.19 242.08 233.12 255.26 254.04

Source: District Education Officer’s Office – Buuri.

(1) It is hoped that students will benefit from this study because they would be able
to have proper insight and understanding that non provision of infrastructures in the
secondary schools will adversely affect their academic performance.

(2) Teachers it is hoped would, through the study come to terms with the fact that
the provision of adequate infrastructures will help both students and teachers to facilitate
the teaching and learning processes.

(3) The school authorities would utilize the findings and recommendations of this
study to find solution to the problem of inadequate provision of infrastructures in our
secondary schools. They would through this study understand better the effect of
inadequate provision of infrastructures in our schools, on the teachers work performance
and the academic performance of students.

(4) It would be of benefit to parents because it will enable them to understand the
effect of inadequate infrastructures on academic and work performance of both students
and teachers. With the finding and recommendations of this study parents would help the
school authorities to find lasting solutions to the problem of inadequate provision of
infrastructures in our schools.

(1) The society will benefit from the study because when there is adequate provision
of infrastructure in the schools teachers would work better to produce better crop of
students for the society.
1.7 Scope and Limitations of the Study

The study will cover school facilities and students academic performance in selected
public and private secondary schools in Mushin Local Government Area of Lagos State.
Sourcing of good materials for literature review, limited finance, time frame and other
logistics will pose hindrance to the study.

IMPACT OF SCHOOL FACILITIES ON STUDENT ACADEMIC PERFORMANCE: CASE STUDY

OF
SOME SELECTED SECONDARY SCHOOL IN IGARRA AKOKO EDO LOCAL GOVERNMENT
AREA, EDO STATE
ABSTRACT
This project work provide as a broad knowledge of the impact of school facilities on students
academic performance in some school in Igarra Akoko Local Government Area of Edo State. The
data was collected by questionnaire which were constructed for teachers and students. Based on
the analysis, the following findings were made. That there is significant difference in the academic
performance of students. That there is significant difference in the availability of school facilities.
TABLE OF CONTENT
Chapter One     
Introduction
Background of the study
Purpose of the study
Research questions
Assumptions
Significance of the study
Scope and limitations
Definition of terms
Chapter Two     
Literature Review
Chapter Three  
Methodology
Research design
Population of study
Sample and sampling techniques
Instrumentation
Research data and instrument
Administration of the instrument
Method of data analysis
Chapter Four    
Presentation and analysis of data
Chapter Five     
Summary, Conclusion and Recommendation
Summary
Conclusion
Recommendation
References       
Questionnaires          

CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Educationist and other well-meaning people have always maintained that education is the
greatest legacy a nation can be give to the citizens. There is therefore no better investment a
nation, could make than in education, this is why one should not remain indifferent to the
lapse ion our educational system. A good school facility support the educational enterprises.
Research has shown that clean air, good light and a small, quite, comfortable, and safe
learning environment are important for academic achievement (see, for example, Cotton,
2001, Schneider, 2002).
        While factors such as student socio-economic status and parental involvement are
among the most important predictors of student academic performance of a school building
district and state hence improving school facilities offers a feasible opportunity for improving
academic performance. This has brought with it attendant problem such as inadequate
school facilities and consequently poor academic performance on students. Okeke (2009),
acknowledged this situation, when he asserted that with expansion of secondary schools
Nigeria, there has been a general have and cry about the falling standard of education in the
country as a whole. Over the years, the performance of students has fallen in examination.
This is to say that the academic performance of most students were very poor. To achieve
these goals a lot needs to be done in the academic performance of school system. To
students academic performance appear to have been affected by a myriad of factors. These
factors include school facilities (Anchurian and Steward 2006).
        School facilities play a vital role in the actualization of educational goals and objectives
by satisfying the physical and emotional needs of the staffs and students of the school.
Henceforth, school facilities can be briefly regarded to as the items which makes teaching
and learning possible in a school. In other words, school facilities can be referred to as the
human and physical resources that are needed or used in the school in order to aid learning
and teaching. by human resources we mean the personnel’s employed in the school to
ensure learning. They include the principal, the headmasters, the teachers and
administrative  staff etc. the human resources can also be seen as the greatest and most
useful facilities a school can ever have, the reason being that no matter how a school is
physically facilitated if there are no human resources in it, there can be no learning,
invariably there will be no school, while physical resources can be seen as those materials
which can give help support or comfort to the school organization country or an individual
for example, the building, the library, chairs textbooks, classroom, chalkboard, sporting
fields environment etc. additionally, according to Knezevich (1975) he emphasized that the
physical needs are met through provision of safe structure, adequate sanitary facilities, be
balanced visual environment, appropriate thermal environment, and sufficient shelter space
for his work and play. His emotional needs are met by creating pleasant surroundings, a
friendly atmosphere and an inspiring environment.      
STATEMENT OF PROBLEM
        There are variations in the academic performance of secondary school students in Akoko-Edo
Local Government Area of Edo State. Researchers have been trying to find out how these variations
come about and what are responsible for them. The major factor that seems to contribute to poor
academic performance is inadequate provision of educational facilities in schools.
PURPOSE OF THE STUDY
        The purpose of this study is to find out the impact of school facilities on academic performance
of secondary schools students in Akoko-Edo Local Government Area of Edo State. While we do not
have the data to identify the specific mechanism by which compliances is linked to educational
outcomes, from existing research, we know that school buildings in poor shape lead to reduced
learning.
RESEARCH QUESTIONS
        The following questions were raised.
1.           Are there enough school facilities in school?
2.           Are there materials or school facilities relevant for academic performances?
3.           Do school facilities have impact on the academic performance of students?
ASSUMPTIONS
        In the cause of this study the following assumptions were made.
1.           That secondary school in Akoko-Edo Local Government have few school facilities like
libraries, science laboratories and technical work shops.
2.           The secondary school students in Akoko-Edo LGA perform poorly academically.
3.           That better performance can be achieved with better school facilities.
SIGNIFICANCE OF THE STUDY
        This study is significant in the fact that it could serve as a vital information aimed at showing the
relationship that exist between adequate performance of students. It is significant in the sense that it
can help to draw the attention of the governments, school board, ministry of education etc to the
reality that education programme cannot operate adequately or effectively without adequate school
facilities.
DEFINITION OF TERMS  
Academic performance: This means the level of attainment on what the students have been able
to achieve in terms of success in examination.
School facility: This refers to all essential teaching aids and equipment in teaching and learning
process.
School building: Refers to tangible structures which serve as shatter for educational activities.
Equipment; These are facilities used in the schools by both teachers and students. They include
benches, desks, tables, tacklers.
 School record: These are books and information records used for the day to day running of the
school. That is divided into:
Special record books: this is professional books which include admission register etc.
General administration record: these are the record that shows the day to day administration of
the school.

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RELATIONSHIP BETWEEN SCHOOL FACILITIES AND STUDENTS’

PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SOMOLU LOCAL
GOVERNMENT AREA OF LAGOS STATE

ABSTRACT

The study investigated the relationship between school facilities and students’ academic
performance in selected secondary schools in Shomolu Local Government Area of Lagos
State. In this study relevant literature review was carried out. The survey research design
was used in order to assess the opinions of the respondents with the use of the
questionnaire. A questionnaire was designed by the researcher and validated by the
supervisor and was administered to the respondents to collect needed data. A total of 120
respondents comprising 60 male and 60 female students were sampled for the study. Two
null hypotheses were formulated and tested in this study. The Pearson Product Moment
Correlation and independent t-test statistical tools were applied in testing the hypotheses
at 0.05 level of significance.

At the end of the analysis, the following results emerged:

(1)         There was a significant relationship between school facilities and students’
academic performance in the schools.

(2)         There was a significant difference between the academic performance of students
who attended schools where there were facilities and those whose schools did not have
facilities.

These results were discussed and recommendations were made based on the findings.

TABLE OF CONTENTS

Title page                                                                                           i

Certification                                                                                        ii

Dedication                                                                                          iii

Acknowledgements                                                                             iv

Abstract                                                                                             v

Table of contents                                                                                vi

 
CHAPTER ONE:    
INTRODUCTION                             
                      1
Background to the Study                                                                       1

Statement of the Problem                                                                     3

Purpose of the Study                                                                            4

Research Questions                                                                              5

Research Hypotheses                                                                           6

Significance of the Study                                                                      6

Scope of the Study                                                                               7

Definition of Terms                                                                               8

CHAPTER TWO:    LITERATURE REVIEW                                          9

Meaning of Education Facilities                                                              9

Education Facilities and Planning                                                            11

Maintenance of School Facilities                                                             15

Physical Facilities and Students’ Academic Performance                            21

Humans Resources and Students’ Academic Performance                         22

The Role of Educational Resource Centers in Students’ Academic Performance    24

Summary of Review                                                                             27

CHAPTER THREE: RESEARCH METHODOLOGY                                 29

Introduction                                                                                        29

Research Design                                                                                  29

Population of the Study                                                                         29

Sample and Sampling Technique                                                            29

Research Instrument                                                                            30

Validity and Reliability of Research Instrument                                        30

Procedure for Data Collection                                                                31

Data Analysis Procedure                                                                        31

Chapter Four:       RESULTS AND

DISCUSSION                                32
Demographic Characteristics of the Participants                                       32

Answers to Research Questions                                                             33

Hypotheses Testing                                                                              39

Summary of Findings                                                                            41

Discussion of Findings                                                                          41

CHAPTER FIVE:    SUMMARY, CONCLUSION AND

RECOMMENDATIONS                                           44

Introduction                                                                                        44

Summary of the Study                                                                          44

Recommendations                                                                                45

Conclusion                                                                                          46

References                                                                                          48

Appendix                                                                                            50

 
 

CHAPTER ONE
INTRODUCTION

Background to the Study

Facility means the system which supports the operation of an organisation or

an institution to carry its daily activities and to promote growth and
development in such organisation or institution.

Facility refers to the entire environment of the school or an organisation, it

refers to both the physical and material resources available to the students
and teachers in the school to facilitate the learning - teaching process. The
classrooms; the libraries and the laboratories for sciences are the three main
areas of facilities identified in the school system or environment (Onyeji, 2000)

Yeloye (2002) states that in terms of the availability of the libraries as one of
the school facilities, a great many of our secondary schools have no functional
libraries, and where some libraries are found, there are no new or current
books that are relevant to the current secondary school programmes. In effect
there are no library facilities in most of the secondary schools in Nigeria,
especially in Lagos State.

The importance and uses of the library cannot be under-rated. Libraries and
books give great assistance to both the teachers and the learners. In a
situation whereby our secondary school students are left with no choice to
make their text books as the only source of knowledge, the danger of exposing
them to obsolete knowledge in old books donated by the British Council
several years ago as one normally finds in the old secondary schools should
not be overlooked. According to Dada (2004), any one who is familiar with
secondary school classrooms in Nigeria, especially in Lagos State, will agree
that no meaningful teaching/learning activities can effectively take place in
most of them, even if teachers are God-sent and the learners are celetial pack
of highly intelligent personalities, the problem is that where there are
classrooms, they are overcrowded to the extent that rooms originally meant
for between 30 and 40 students, take between 60 and 80 students with a good
number of them sitting on windows. In this situation, neither the teacher nor
the students can move freely as expected in our secondary school classrooms.
This is why many teachers do not give assignments to such large number of
students regularly as expected. And this has affected students academic
performance drastically.

On science laboraories, Olarewaju (2004) claims that only few schools have
science laboratories which are well equipped to carry out scientific
experiments in courses such as biology, physics, and chemistry. A good
number of schools teach biology or chemistry as if they are non-science
subjects without laboratory. Some other schools teach the three branches of
science without laboratories in the hope that they would use other schools’
laboratories during their examinations or compel students to contribute
money for purchase of science equipment through the Parent-Teachers
Association (PTA). It should be noted that the greatest failure rate is in the
sciences because our schools lack the essential science materials but rather,
resort to the theoretical science without the use of laboratory. The contention
is that the nation has been unfair not only to students in our secondary schools
but also to herself. This s because no nation can develop technologically
through theoretical teaching of science subjects, under poor educational
facilities, no meaningful teaching and learning can take place, and the normal
refrain in the educational circle is that all is well with our secondary schools.

Statement of the Problem

The importance of school facilities or amenities in the development and growth of the
educational sector cannot be overemphasized. Many schools in Nigeria today do not have
certain school facilities that can make teaching and learning to be easier and enjoyable to
both the teachers and the students.

Often times, there has been a constant outcry of the inadequate provision or non-
provision of the school facilities, especially, the laboratories, the classrooms (buildings)
and the libraries which are the main school facilities that aid teaching and learning, for
example due to lack of necessary equipment in the school, teachers in the science fields
find it difficult to experiment and carryout practical teaching in the school, and the
resultant effect is that most science students fail their science related subjects in the
external and internal examinations.

Due to lack of provision of libraries, and sufficient classrooms in the school, year after
year, the academic performance of students both in arts and science courses continue to
go down. This is because the teachers are not able to utilise the instructional materials to
present their teaching thoroughly for the better understanding by the students. Infact the
inadequate provision or the non-availability of school facilities in our secondary schools
is what prompted the investigation of this study.

Purpose of the Study

The major purpose of this study was to examine the relationship between school facilities
and students’ academic performance in selected secondary school in Shomolu Local
Government Area of Lagos State. Other objectives of the study include:

(1)         To find out whether there is relationship between school facilities and students’
academic performance.

(2)         To find out whether there is no adequate provision of facilities in our secondary
schools.
(3)         To identify the causes of inadequate provision of school facilities in our
secondary schools.

(4)         To proffer solutions to the problems of inadequate provision of facilities in the

secondary schools.

Research Questions

These research questions were raised for the study.

(1)         Is there any relationship between school facilities and students’ academic
performance?

(2)         Are the facilities in our secondary schools adequate or inadequate?

(3)         What are  the causes of inadequate provision of facilities in our schools?

(4)         How can the problem of inadequate facilities in the schools be solved?

Research Hypotheses

The following hypotheses were formulated for the study:

(1)         There will be no significant relationship between facilities and students academic
performance in the schools.

(2)         There will be no significant difference between the academic performance of

students who attend schools where there are facilities and those whose schools do not
have facilities.
Significant of the Study

This study will be beneficial to the following people:

It is hoped that students will benefit from this study because they would be able to have
proper insight and understanding that non provision of infrastructure in the secondary
schools will adversely affect their academic performance.

Teachers, it is hoped, would, through the study come to terms with the fact that the
provision of adequate infrastructure will help both students and teachers to facilitate the
teaching and learning processes.

The school authorities would utilize the findings and recommendations of this study to
find solution to the problem of inadequate provision of infrastructure in our secondary
schools. They would through this study understand better the effect of inadequate
provision of infrastructures in our schools, on the teachers work performance and the
academic performance of students.

It would be of benefit to parents because it will enable them to understand the effect of
inadequate infrastructure on academic and work performance of both students and
teachers. With the finding and recommendations of this study parents would help the
school authorities to find lasting solutions to the problem of inadequate provision of
infrastructures in our schools.

The society will benefit from the study because when there is adequate provision of
infrastructure in the schools teachers would work better to produce better crop of students
for the society.

Scope of the Study

 The study covered the relationship between school facilities and students academic
performance in Shomolu Local Government area of Lagos State. Sourcing of good
materials for literature review and other information collection posed a hindrance to the
study.

Definition of Terms

School Facilities: It refers to both the physical and material resources available to the
students and teachers in the school to facilitate the learning and teaching processes.

School Resources: These are the total inputs into an educational programme in term of
human efforts, funds, facilities, equipment and others.

Academic Performance: This is regarded as the knowledge attained or skill shown in

the school subject such achievement are indicated by test scores or by marks assigned by
the teachers.

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